Kemampuan berpikir kritis dan argumentasi telah menjadi kompetensi esensial dalam pendidikan abad ke-21, meskipun pengembangannya masih menghadapi tantangan signifikan di ruang kelas Indonesia. Penelitian ini mengkaji tren implementasi game-based learning (GBL) berbantuan card dan board game untuk meningkatkan kedua keterampilan tersebut melalui tinjauan literatur sistematik mengikuti model PRISMA. Pencarian dilakukan pada basis data Google Scholar, ERIC, dan Harzing's Publish or Perish menggunakan kata kunci bertarget dalam rentang tahun 2020 hingga 2024. Dua puluh artikel memenuhi kriteria inklusi dari 100 studi yang teridentifikasi awal. Hasil menunjukkan bahwa 90% studi yang ditinjau membuktikan efektivitas GBL dalam meningkatkan berpikir kritis melalui diskusi kolaboratif, aktivitas pemecahan masalah, dan proses berpikir desain. Model tri-phase dengan durasi semester panjang muncul sebagai pendekatan implementasi optimal. Hambatan utama meliputi keterbatasan infrastruktur, kesenjangan kapasitas guru, dan tantangan manajemen waktu. Solusi yang direkomendasikan mencakup program pelatihan guru terstruktur, pengembangan perangkat pembelajaran yang mudah diakses, dan model instruksional berbasis scaffolding. Bukti mengonfirmasi bahwa GBL berbantuan card dan board game efektif mengembangkan berpikir kritis dan keterampilan argumentasi, dengan rekomendasi spesifik untuk adaptasi pada konteks pendidikan Indonesia.

Bono, G., Anastasio, A., Caiazzo, G., Quartuccio, N., Pagano, P., & De Pietro, G. (2021). A gamified platform to support educational activities about fake news in social media. IEEE Access, 9, 68522-68535. https://doi.org/10.1109/ACCESS.2021.3077887

Chen, C. H., Liu, J. H., & Shou, W. C. (2020). Effects of multi-genre digital game-based instruction on students' conceptual understanding, argumentation skills, and learning experiences. British Journal of Educational Technology, 51(6), 2153-2170. https://doi.org/10.1111/bjet.12985

Fonseca, I., Garcia-Penalvo, F. J., & Fidalgo-Blanco, A. (2023). Gamification and game-based learning as cooperative learning tools: A systematic review. International Journal of Emerging Technologies in Learning, 18(21), 4-23. https://doi.org/10.3991/ijet.v18i21.40035

Jodoi, K., Noda, M., Nosaki, S., Ueda, T., Kuribayashi, M., Noda, S., & Takemura, T. (2021). Developing an active-learning app to improve critical thinking: Item selection and gamification effects. Heliyon, 7(11), e08256. https://doi.org/10.1016/j.heliyon.2021.e08256

Kahn, K., Winters, N., & Noss, R. (2018). Teaching and learning to construct data-based decision trees using data cards. British Journal of Educational Technology, 49(6), 1097-1115. https://doi.org/10.1111/bjet.12685

Kuo, H. C., Tseng, Y. C., & Yang, Y. T. C. (2023). Designing our own board games in the playful space: Improving high school student's citizenship competencies and creativity through game-based learning. Sustainability, 15(4), 2968. https://doi.org/10.3390/su15042968

Lewandowsky, S., Cook, J., Ecker, U. K. H., Albarracín, D., Kendeou, P., Lombardi, D., Newman, E. J., Pennycook, G., Porter, E., Rand, D. G., Rapp, D. N., Reifler, J., Roozenbeek, J., Schmid, P., Seifert, C. M., Sinatra, G. M., Swire-Thompson, B., van der Linden, S., Vraga, E. K., ... Zaragoza, M. S. (2020). Conspiracy theories in the classroom: Problems and potential solutions. Educational Psychologist, 55(4), 1-17. https://doi.org/10.1080/00461520.2020.1856896

Madaio, M., Stark, L., Wortman Vaughan, J., & Wallach, H. (2020). Co-designing checklists to understand organizational challenges and opportunities around fairness in AI. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-14). Association for Computing Machinery. https://doi.org/10.1145/3313831.3376445

Marchi, R. (2020). Gamifying fake news: Engaging youth in the participatory design of news literacy games. Journal of Media Literacy Education, 12(2), 30-42. https://doi.org/10.23860/JMLE-2020-12-2-3

Murdoch, J., & Grodal, S. (2021). Taking playful scholarship seriously: Discursive game design as a means of tackling intractable controversies. Academy of Management Learning & Education, 20(3), 381-402. https://doi.org/10.5465/amle.2019.0251

Nurhayati, D. M., Angraini, L. M., & Aini, I. N. (2022). The potential of the gamification model in improving students' creativity and critical thinking skills. International Journal of Instruction, 15(3), 629-646. https://doi.org/10.29333/iji.2022.15334a

Pan, L., Zou, D., Panadero, E., Xu, M., Shum, S. B., & Chen, G. (2021). How to implement game-based learning in a smart classroom? A model based on a systematic literature review and Delphi method. Frontiers in Psychology, 12, 749837. https://doi.org/10.3389/fpsyg.2021.749837

Rifayanti, Z. E. T., Wardani, R. K., & Susilo, H. (2024). Enhancing critical thinking and problem-solving skills in upper elementary students through game-based learning. Perspectives of Science and Education, 58(4), 425-442. https://doi.org/10.32744/pse.2024.4.25

Roozenbeek, J., & van der Linden, S. (2019). Good news about bad news: Gamified inoculation boosts confidence and cognitive immunity against fake news. Journal of Cognition, 2(1), 2. https://doi.org/10.5334/joc.91

Roozenbeek, J., van der Linden, S., & Nygren, T. (2020). Fake news game confers psychological resistance against online misinformation. Palgrave Communications, 6, 65. https://doi.org/10.1057/s41599-020-0443-x

Samsudin, M. A., Jamali, S. M., Ismail, M. E., Zain, A. N. M., & Ahmad, N. J. (2022). Gamification as a pedagogical tool for enhancing critical thinking and problem-solving skills in STEM education: A systematic literature review. Education Sciences, 12(8), 512. https://doi.org/10.3390/educsci12080512

Suherman, A. (2024). The effect of problem-based learning models with the help of monopoly game on the mathematical critical thinking abilities of class IX students of MTs Negeri 3 Majalengka. International Journal of Research in Mathematics Education, 2(1), 34-48. https://doi.org/10.24090/ijrme.v2i1.9870

Tahir, R., & Wang, A. I. (2020). Transforming a theoretical framework to design cards: LEAGUE ideation toolkit for game-based learning design. Sustainability, 12(20), 8487. https://doi.org/10.3390/su12208487

Thinking Through Play Research Team. (2015). Thinking through play: How designing educational games enhances critical thinking, motivation and achievement in science classes. Educational Game Design Institute.

Teaching Data Decision Trees Working Group. (2018). Teaching and learning to construct data-based decision trees using data cards: A hands-on approach for data science education. Data Science Education Conference Proceedings.